Visual modeling in the development of coherent speech of preschoolers. The development of coherent and dialogic speech in preschoolers by the method of visual modeling. Using models to talk about the seasons

17.04.2019

Children preschool age, as a rule, are distinguished by an insufficiently formed skill in constructing a coherent statement.

According to the results of diagnosing the level of formation of this skill in children, the following shortcomings can be noted:

Connected statements are short;

They are inconsistent, even if the child conveys the content of a familiar text;

· consist of separate fragments, logically not connected among themselves;

The level of informativeness of the statement is very low.

In addition, most children actively share their impressions of the events they have experienced, but are reluctant to take up the compilation of stories according to given topic. Basically, this happens not because the child’s knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements.

One of the ways to plan a coherent statement can be RECEPTION OF VISUAL MODELING

Using Reception visual modeling give a chance:

independent analysis of the situation or object

the development of decentration (the ability to change the starting point)

development of ideas for the future product.

In the process of learning a liaison descriptive speech modeling serves as a means of planning an utterance.

The visual modeling technique can be used to work on all types of coherent monologue statements:

retelling

composing stories based on a painting and a series of paintings

a descriptive story

creative storytelling

MODEL ELEMENTS

In the course of using the visual modeling technique, children get acquainted with a graphical way of providing information - a model. Symbols of various nature can act as conditional substitutes (elements of the model):

· geometric figures;

symbolic images of objects (symbols, silhouettes, contours, pictograms);

plans and symbols used in them;

Contrasting frame - the method of fragmentary storytelling and many others.

As placeholders for initial stage works are used geometric figures, with their shape and color reminiscent of the item being replaced. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account external signs object. In this case, they focus on quality characteristics object (evil, kind, cowardly, etc.). As a model of a connected statement, one can represent a strip of colorful circles.

The elements of a story plan drawn up according to a landscape painting can be silhouette images its objects, both clearly present in the picture, and those that can be distinguished only by indirect signs.

The following are used as substitute symbols in modeling creative stories:

· subject pictures

· silhouette images

· geometric figures

The visual model of the utterance acts as a plan that ensures the coherence and sequence of the child's stories.

The experience of working with children with speech disorders made it possible to identify some effective techniques visual modeling of a coherent statement, the use of which increases the interest of children in this type of activity and allows you to achieve significant results in correcting the speech of preschoolers.

REPRESENTATION

The simplest of the types of connected statements is considered retelling.

Retelling involves the ability to highlight the main parts of the heard text, link them together, and then compose a story in accordance with this scheme. A visual model acts as a plan for the story.

The work on developing the retelling skill involves the formation of the following skills:

mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes;

formation of the ability to transmit events with the help of substitutes ( subject modeling);

transfer of the sequence of episodes in accordance with the location of the deputies.

and starts with telling friends short stories, such as “Turnip”, “Gingerbread Man”, etc. In order to teach a child to consistently present the plot of a fairy tale, visual models of a fairy tale are used. At first, children learn to make models that accompany reading a fairy tale by a speech therapist. For example, a speech therapist tells the children the fairy tale “Turnip”, and the children gradually put up substitute symbols for the heroes of the fairy tale. On this stage it is necessary to ensure that the manipulation of the elements of the model corresponds to the fragment of the fairy tale that sounds in this moment.

The elements of the model can be pictures depicting the characters of a fairy tale, then they are replaced by substitute symbols (silhouette images or geometric shapes). Gradually, children move from simple manipulation of the elements of the model to the compilation of a spatial dynamic model, which directly serves as a plan for retelling.

STORY BY SUBJECT PICTURE

Significant difficulties arise in children when compiling stories according to story picture. Story based picture requires the child to be able to identify the main characters or objects of the picture, trace their relationship and interaction, note the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of this situation, that is, to compose the beginning of the story, and its consequences - that is, the end of the story.

In practice, “stories” composed by children themselves are basically a simple enumeration of the characters or objects in the picture.

The work to overcome these shortcomings and develop the skill of storytelling in a picture consists of 3 stages:

highlighting the fragments of the picture that are significant for the development of the plot;

determine the relationship between them;

Combining fragments into a single plot.

Somehow the temperature of the Sun rose. It went to the doctor, and along the way, its hot rays touched everything. The Sun touched a snow cloud, and it turned into a white fluffy cloud. The sun touched the icicles on the roof, and droplets dripped from them, the drops rang loudly. A beam hit a snowdrift, and a thawed patch appeared in this place. The Sun touched a branch of a tree, and the first leaves appeared from the swollen buds. And when a ray of sun touched the bird, it sang merry song. The Sun looked around, instead of winter, SPRING came on the earth.

The elements of the model are, respectively, pictures - fragments, silhouette images of significant objects of the picture and schematic images of fragments of the picture.

Schematic images are also elements of visual models, which are the plan of stories for a series of paintings.

When children have mastered the skill of building a coherent statement, the models of retelling and stories include creative elements - the child is invited to come up with the beginning or end of the story, unusual characters are included in the fairy tale or plot of the picture, unusual qualities are assigned to the characters, etc., and then compose a story taking into account these changes.

STORY-DESCRIPTION landscape painting

A special kind of connected statement is stories -descriptions in landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and compiling a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.

IN this case objects of nature act as elements of the story model. Since they are usually static, Special attention is given to the description of the qualities of these objects. Work on such paintings is built in several stages:

selection of significant objects of the picture;

their review and detailed description appearance and properties of each object;

determination of the relationship between the individual objects of the picture;

Combining mini-stories into a single plot.

As preparatory exercise when shaping the skill of compiling a story based on a landscape painting, we can recommend the work “Revive the picture”. This work is, as it were, a transitional stage from compiling a story based on a plot picture to telling a story based on a landscape picture. Children are offered a picture with a limited number of landscape objects (a swamp, hummocks, a cloud, reeds; or a house, a garden, a tree, etc.) and small images of living objects - “animators” that could be in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by including descriptions and actions of living objects.

For example, a simple description of a swamp would look something like this: It is quiet in the swamp, the water is like a black mirror, only bumps peek out of the water. There are reeds around the swamp, they sway in the wind. It's raining.

And here is the story with the introduction of living characters: Quiet in the swamp the water is like a black mirror, and a yellow fluffy duck glides on it, she teaches her ducklings to swim. The dragonfly peered into the mirror water, as a small airplane froze in the air. The reeds shake their heads, they greet the green frog. He jumped out onto a bump and enjoys the warm summer rain.

The same goes for other pictures. “Animators” are easily superimposed and removed, can be included in different landscape compositions, different living objects can be present in one landscape, which allows, using a minimum amount of visual material, to achieve variability in children’s stories in one landscape composition.

FRAGMENTAL STORY IN A LANDSCAPE PICTURE

To improve the efficiency of work on developing the skill of writing stories in a picture, we can recommend fragmentary storytelling when children first make up stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed for composing the story is divided into 4 parts, which are closed with cardboard rectangles different color. The child, gradually opening each of the 4 parts of the picture, talks about each fragment, combining them into one plot. Work on each of the fragments is similar to the work on compiling a description of the whole picture. The variability of children's stories is achieved by choosing the color of the rectangle that they open first.

LOGOPEDIC TALE.

One of the techniques for teaching children coherent retelling is to work with speech therapy tales. Logopedic fairy tale – this is a text with a fabulous content, containing as many identical sounds as possible (fairy tales by V. Volina, A. Tsyferov, etc.). TO this species fairy tales include such fairy tales, in the text of which there is often a sound automated in connected speech or oppositional sounds, the pronunciation of which requires differentiation in the independent speech of children.

The use of such fairy tales in the work allows solving, along with the tasks of mastering the skill of consistent and coherent retelling, the tasks of automating the set sounds in coherent speech.

Work with a speech therapy fairy tale is as follows:

· the teacher reads a fairy tale to the child;

The child lays out a model of a fairy tale (a picture or consisting of substitute symbols, choosing them arbitrarily);

Then the child answers questions about the content of the tale;

The teacher models fragments of a fairy tale, the child retells the text corresponding to this fragment;

The child retells the story according to the model.

A WASP THAT LOVED TO BITE.

There is a hornet's nest on a currant bush in our garden.

There was a wasp, she loves to bite. The girl Sonya will go out into the garden. The wasp bites her immediately. Sonya runs into the house and cries. Dog Spike will run out into the garden. The wasp will bite him in the nose. Everyone hurts, but the wasp rejoices. Then Sonya's mother came up with an idea. She poured sweet currant juice into a bowl. A wasp flew in, tasted the juice and thought:

So tasty! And I always bite some tasteless objects. I won't bite anymore. I'd rather drink this sweet juice forever.

Since then, mom pours sweet juice for the wasp every day. And the wasp doesn't bite anyone anymore.

EXAMPLE QUESTIONS:

Where was the hornet's nest?

Who lived in the nest?

Why is everyone afraid of wasps?

How can you name a wasp?

What did mom come up with to wean the wasp from biting?

What would you do?

What other name can you think of for a fairy tale?

COMPARATIVE DESCRIPTION OF ITEMS

In developing the skill of drafting descriptive stories a great help is provided by the preliminary compilation of the description model. In the process of teaching coherent descriptive speech, modeling can serve as a means and program for analyzing and fixing the regular properties and relations of an object or phenomenon.

The basis of a descriptive story is made up of specific ideas accumulated in the process of studying the object of description. The elements of the model of a descriptive story are substitute symbols for the qualitative characteristics of the object:

Belonging to a generic concept;

size;

component parts;

surface quality;

the material from which the object is made (for inanimate objects);

How is it used (what benefits does it bring)?

Why do you like (dislike)?

According to this model, it is possible to draw up a description of a separate object belonging to a certain group.

Mastering the technique of comparative description occurs when children learn to freely operate with a description model. individual items or phenomena. Two or three children or subgroups of children make up a model for describing two or more objects according to the plan. In this case, the description symbols are laid out by each subgroup in their own hoop. Then, at the intersection of the hoops (Euler circles), the same features of objects are distinguished. Children compare objects, first identifying their similarities and then their differences.

COMPARATIVE DESCRIPTION OF THE FOX AND THE HARE

The fox and the hare are wild animals. The hare is small, and the fox is bigger. The hare has gray fur in summer, and the fox has red fur. The hare is a herbivore and the fox is a carnivore.

CREATIVE STORY

Often a visual model serves as a means of overcoming a child's fear of building creative connections stories.

This type of utterance presupposes the child's ability to create a special idea and deploy it in full story with various details and events. The child is offered a model of the story, and he must already endow the elements of the model with semantic qualities and make a coherent statement based on them.

This skill is the opposite of retelling skill. Transitional exercises from modeling retelling to writing creative stories can be the following:

guessing the episode by demonstrating the action;

storytelling by demonstrating the action to adults;

The sequence of work on the formation of the skill of compiling a coherent creative expression next:

The child is invited to come up with a situation that could happen to specific characters in a certain place, the model of the story (fairy tale) is set by the educator;

The educator offers specific characters in the story, and the child invents the spatial design of the model on his own;

specific characters are replaced by their silhouette images, which allows the child to show creativity in the characterization of the characters of the story;

The child is invited to compose a story or a fairy tale according to a model, the elements of which are indefinite substitutes for the characters of the story - geometric shapes, the teacher sets the topic of the story: for example, “Spring Tale”;

Finally, the child independently chooses the theme and characters of his story.

CREATIVE TALE ON SILHOUETTE IMAGES.

One of the ways to develop skills creative storytelling is teaching children how to compose fairy tales from silhouette images. As elements of the model, the child is presented with silhouettes of animals, plants, people or natural phenomena(snow, rain, etc.) The speech therapist sets the beginning of the tale and offers to continue it, based on silhouette images. In the dark forest, in its very depths, there is a sunny clearing. A flower grows in the center of the clearing ...(then the children choose the silhouettes of other characters and finish the fairy tale). The peculiarity of these elements is that the silhouette images, in contrast to the picture material, set a certain generalized image without revealing its semantic content. Determining the character, mood, even the appearance of the hero is the prerogative of the child himself. Children endow the silhouettes of objects with certain semantic qualities. At the subsequent stages, the child himself invents the plot of a fairy tale on a given topic, choosing silhouettes for the model in accordance with his plan.

As they master the skill of modeling, children use a generalized model containing only key points instead of a detailed object model. There is a folding of the model, its transition to the deputy.

The elements of the substitute model are sketches made by children in the course of listening to the story. The number of elements of the model is first determined by the speech therapist, and then, as the skill is mastered, by the child himself - a transition is made from a detailed retelling to a brief one.

The substitute model also serves as a blueprint for a creative story. In this case, the child performs the opposite actions, performed during retelling:

paraphrase- listening to the text - drawing up a model - retelling the text according to the model;

creative story- drawing up a model of the story - a story according to the model.

The presented methods of work make it possible to increase the efficiency of correcting the speech of preschool children suffering from its underdevelopment, but can also be used in working with children who do not have developmental deficiencies as a means of increasing interest in this type of activity and optimizing the process of developing the skill of coherent speech of preschool children.

Gradually mastering all kinds of coherent statements with the help of modeling, children learn to plan their speech.

The development of coherent speech in preschoolers by visual modeling

Target: To form the ability to use the method of visual modeling during storytelling. Develop the skills of coherent speech of preschoolers.
Features of the speech development of children
preschool age
Preschool children, especially those with speech disorders, as a rule, are distinguished by an insufficiently formed skill in constructing a coherent statement.
According to the results of diagnosing the level of formation of this skill in children, the following shortcomings can be noted:
connected statements are short;
is characterized by insufficiency, even if the child conveys the content of a familiar text;
consist of separate fragments, logically unrelated to each other.
The level of information content of the statement is very low.
In addition, most children actively share their impressions of the events they have experienced, but are reluctant to take up the compilation of stories on a given topic. Basically, this is not due to the fact that the child’s knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements.
One of the ways to plan a coherent statement can be
Reception of visual modeling
Using the visual modeling technique makes it possible to:
independent analysis of the situation or object;
development of decentration (the ability to change the starting point);
development of ideas - ideas for a future product.

Visual modeling can be used
in work on all types of coherent monologue statements:
retelling;
compiling stories based on a painting and a series of paintings;
descriptive story;
creative story.

Model elements
In the course of using the visual modeling technique, children get acquainted with a graphical way of presenting information - a model. Symbols of various nature can act as conditional substitutes (elements of the model):

Variety of types of work
geometric figures;
symbolic images of objects (symbols, silhouettes - contours, pictograms);
plans and symbols used in them;
contrasting frame - the technique of fragmentary storytelling and many others;
schematic representations of actions and qualities.

At the initial stage of work, geometric figures are used as substitute symbols, resembling the object being replaced by their shape and color. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc.
At subsequent stages, children choose substitutes, without taking into account the external features of the object. In this case, they are guided by the qualitative characteristics of the object (evil, kind, cowardly, etc.). As a model of a coherent statement, a strip of multi-colored circles can be presented - the "Logic - kid" manual.

The elements of the plan of the story, drawn up according to the landscape painting, can be silhouette images its objects, both clearly present in the picture, and those that can be distinguished only by indirect signs.

The following are used as substitute symbols in modeling creative stories:
subject pictures;
silhouette images;
geometric figures.
The visual model of the utterance acts as a plan that ensures the coherence and consistency of the child's stories.

Types of connected statements using visual modeling, the use of which increases the interest of children in this type of activity
retelling;
a story based on a plot picture;
story - description;
speech therapy fairy tale;
comparative description of items;
fragmentary storytelling based on a landscape painting;
creative story;
creative fairy tale by silhouette images;
inventing riddles, composing and memorizing poems.

retelling
The simplest of the types of connected statements is considered paraphrase.
Retelling involves the ability to highlight the main parts of the heard text, link them together, and then compose a story in accordance with this topic. A visual model acts as a plan for the story.
The work on developing the retelling skill involves the formation of the following skills:
mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes;
formation of the ability to transmit events with the help of substitutes (subject modeling);
transmission of the sequence of episodes in accordance with the location of the deputies;
and begins with telling familiar short tales, such as "Turnip", "Gingerbread Man", etc. In order to teach a child to consistently present the plot of a fairy tale, visual models of a fairy tale are used. At first, children learn to make models that accompany the reading of a fairy tale by a teacher. For example, the teacher tells the children the tale "Turnip", and the children gradually expose symbols - substitutes for the heroes of the tale. At this stage, it is necessary to ensure that the manipulation of the elements of the model corresponds to the fragment of the fairy tale that sounds at the moment. The elements of the model can be pictures depicting the characters of a fairy tale, then they are replaced by symbols - substitutes (silhouette images or geometric shapes). Gradually, children move from simple manipulation of the elements of the model to the compilation of a spatial dynamic model, which directly serves as a plan for retelling.
Story based picture
Significant difficulties arise in children when compiling stories according to plot picture. A story based on a plot picture requires the child to be able to identify the main characters or objects of the picture, to trace their relationship and interaction, to distinguish the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of this situation, that is, to compose the beginning of the story, and its consequences, that is, the end of the story .
In practice, "stories" composed by children are basically a simple enumeration of the characters or objects in the picture.
The work to overcome these shortcomings and develop the skill of storytelling in a picture consists of 3 stages:
highlighting fragments of the picture that are significant for the development of the plot;
determining the relationship between them;
combining fragments into one plot.

Story - description of a landscape painting
A special kind of connected statement is stories - descriptions in landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and compiling a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.
In this case, objects of nature act as elements of the story model. Since they are usually static in nature, special attention is paid to describing the qualities of these objects. Work on such paintings is built in several stages:
highlighting significant objects in the picture;
considering them and a detailed description of the appearance and properties of each object;
determination of the relationship between the individual objects of the picture;
combining mini-stories into one plot.

Fragmentary storytelling on a landscape painting
To improve the efficiency of work on developing the skill of writing stories in a picture, we can recommend
fragmentary storytelling when children first make up stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed for composing the story is divided into four parts, which are covered with cardboard rectangles of different colors. The child gradually opens each of the four parts of the picture, talks about each fragment, combining them into one plot. Work on each of the fragments is similar to the work on compiling a description of the whole picture. The variability of children's stories is achieved by choosing the color of the rectangle that they open first.

Logopedic fairy tale
One of the methods of teaching children coherent retelling is to work with speech therapy fairy tales. Logopedic fairy tale- this is a text with fabulous content, containing as many identical sounds as possible (fairy tales by V. Volina, A. Tsyferov, etc.) This type of fairy tales also includes fairy tales, in the text of which there is often a sound automated in coherent speech or oppositional sounds , the pronunciation of which requires differentiation in the independent speech of children.
The use of such fairy tales in the work allows solving, along with the tasks of mastering the skill of consistent and coherent retelling, the tasks of automating the set sounds in coherent speech.
Work with a speech therapy fairy tale is as follows:
the teacher reads a fairy tale to the child;
the child lays out a model of a fairy tale (a picture or consisting of symbols - substitutes, choosing them arbitrarily);
then the child answers questions about the content of the tale;
the teacher models fragments of a fairy tale, the child retells the text corresponding to this fragment;
the child retells the story according to the model.

Comparative description items
In developing the skill of compiling descriptive stories, the preliminary compilation of a description model is of great help. In the process of teaching coherent descriptive speech, modeling can serve as a means and program for analyzing and fixing the regular properties and relations of an object or phenomenon.
The basis of a descriptive story is made up of specific ideas accumulated in the process of studying the object of description. The elements of the model of a descriptive story are symbols - substitutes for the qualitative characteristics of the object:
belonging to a generic concept;
magnitude;
color;
form;
component parts;
surface quality;
the material from which the object is made (for inanimate objects);
how is it used (what benefits does it bring)?
Why do you like (dislike)?
creative story
Often a visual model serves as a means of overcoming the child's fear of building creative connected stories. This skill is the opposite of retelling skill.
Transitional exercises from modeling retelling to writing creative stories can be:
guessing the episode by demonstrating the action;
storytelling by demonstrating the action to adults.
The sequence of work on the formation of the skill of compiling a coherent creative statement is as follows:
the child is invited to come up with a situation that could happen with specific characters, in a certain place, the model of the story (fairy tale) is set by the educator;
the educator offers specific characters in the story, and the child invents the spatial design of the model himself;
specific characters are replaced by their silhouette images, which allows the child to show creativity in the characterization of the characters in the story;
the child is invited to compose a story or a fairy tale according to a model, the elements of which are indefinite substitutes for the characters of the story - geometric shapes, the teacher sets the topic of the story, for example: "Spring fairy tale".
Creative fairy tale by silhouette images
One of the ways to develop the skill of creative storytelling is to teach children how to compose fairy tales from silhouette images. As an element of the model, the child is offered silhouettes of animals, plants, people or natural phenomena (snow, rain, etc.). The teacher sets the beginning of the tale and suggests continuing it, based on silhouette images.
As they master the skill of modeling, children use a generalized model containing only key points instead of a detailed subject model. There is a folding of the model, its transition to the deputy.
The elements of the substitute model are schematic sketches made by children as they listen to the story. The number of elements of the model is first determined by the educator, and then, as the skill is mastered, by the child himself - a transition is made from a detailed retelling to a brief one.
The substitute model also serves as a blueprint for a creative story. In this case, the child performs the opposite actions, performed during retelling:
retelling - listening to the text - drawing up a model - retelling the text according to the model;
creative story - drawing up a model of a story - a story according to the model.
Inventing riddles, writing and memorizing poems
The method of visual modeling is also very effective when composing poems and riddles; it is much easier for children to talk about the subject based on mnemonic tables and schematic sketches.
The ability to make short schematic sketches and use them allows the child to quickly and independently memorize poems.

The development of coherent speech is the central task of the speech education of children. This is primarily due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized.

In the course of working on this problem, I created a presentation "The development of coherent speech of preschoolers by the method of visual modeling and mnemonics."

The presentation contains a variety of theoretical and practical material on the development of coherent speech of preschoolers using visual modeling and mnemonics. Designed for preschool teachers.

www.maam.ru

Visual modeling in the development of coherent speech of older preschoolers with OHP level III

Goal: Efficiency practical application method of visual modeling in the process of correctional and developmental education of children of senior preschool age with OHP 3 ur.

Coherent speech is a single semantic detailed statement that provides communication and relationships.

In modern scientific and pedagogical literature, modeling is considered as a process of applying visual models.

Scientific research and practice confirms that it is visual models that are the form of highlighting and designating relationships that is available to preschool children. The use of substitutes and visual models develops mental capacity preschoolers.

The introduction of visual models into the learning process allows the teacher to more purposefully develop the speech of children, enrich their active vocabulary, consolidate word-formation skills, form and improve the ability to use in speech various designs sentences, describe objects, make up a story.

Usage efficiency this method depends on certain conditions. The model must be accessible to the perception of the child given age; reflect the main properties of the object, be similar in structure to it and simplify the process of mastering skills, abilities and knowledge, and not load it with unnecessary, useless information.

When implementing this technology, the following tasks are solved: - enrich the vocabulary of children, develop coherent speech;

- teach consistency, consistency, completeness and coherence of presentation;

- develop thinking, attention, imagination, verbal and auditory and visual memory;

- remove verbal negativism, educate children in the need for verbal communication for better adaptation to modern society;

- Develop fine motor skills in children.

On different age stages and depending on individual abilities children can use various methods of visual modeling: pictograms, substitutes, mnemonic tables, reference pictures.

Let's take a look at the icons.

A pictogram is a symbolic image that replaces words. They belong to non-verbal means of communication and can be used as a means of facilitating the development of communication, speech, and also as preparatory stage to the development of writing and reading by children with problems in speech development.

In our work we use pictograms with the image:

words-objects. Name the objects that will appear on the screen.

Name the signs of objects that will appear on the screen.

Name the actions of objects that appear on the screen.

Name suggestions.

The personal creativity of the teacher allows you to reproduce this in various variations.

I propose to play the game “Which one, which one? ". items on the screen. Triangle in the center. It denotes an attribute of an object. Pick up a sign for the moving object.

Next game. "Name the action." The arrow indicates the action of the item. Make an offer.

"Agreement in gender, number and case".

Circle in the center. The pictograms mean the eye - I see, the treble clef - I hear, the gift - I give, the hand - what I do. Everyone can choose their own options. Make sentences using the following pictograms: eye - mouse, key - bird, apple - gift, hare - hand, key - drop.

There are a lot of options for using icons. Children are offered tasks such as: make a pair of pictograms, find two pictograms for a sentence, correct a mistake and pronounce the correct sentence, make a spoken phrase from pictograms. These tasks give the expected result and cause children to big interest and the desire to fulfill them.

Substitution is a type of modeling in which some objects are replaced by others, real-conditional. As substitutes, it is convenient to use paper squares, circles, ovals, differing in color and size, since the substitution is based on some difference between objects, their characteristics.

Look and determine: “What is this fairy tale? »

(Remember the heroes of the fairy tale. Why rectangles were chosen to indicate the heroes)

Why were these geometric shapes and colors chosen to represent the characters?

It is better to start playing with the help of substitutes with folk tales, since the stable stereotypes of familiar characters (orange fox, big and brown bear, etc.) are easily transferred to the models. In the first lessons, the number of deputies should match the number of characters, then you can enter extra circles or squares so that the child can choose the right ones. At first, it is enough for the children to raise the corresponding symbols in the course of telling the fairy tale to adults, then you can proceed to playing the fairy tale itself.

Let's talk about the techniques of mnemonics.

("Mnesis" in Latin means "memory"). This technique facilitates memorization and increases the amount of memory by forming additional associations. Mnemotables serve didactic material in the development of coherent speech. Using them is very effective in compiling descriptive stories, retelling texts, memorizing poems, tongue twisters.

The sequence of work with mnemonic tables is as follows: - viewing the table - decoding information with the transformation of the proposed material from symbols into images - retelling or memorizing the text.

B - denotes the season "spring". On the screen of the card with the characteristic features of the seasons. Find cards that don't fit "spring". Say what numbers they are. Let's check if you completed the task correctly.

Mnemonic table of which fairy tale was offered to you? Why did you decide so?

After telling a fairy tale by a teacher, we consider the table and analyze what is shown on it. Then, with the help of a mnemonic table, the children retell the tale.

Dear colleagues, look and name the descriptive story of what is presented to your attention?

When automating sounds, I use models for memorizing poems and tongue twisters.

"Memorizing a poem", in each line of the poem there is a key word depicted in the picture. Children quickly memorize the text and focus on the correct pronunciation of the automated sound.

"Patter" also in the presence of visual pictures, it is easier for children to remember tongue twisters and pronounce quickly.

Productive, in our opinion, is the use of visual models in the formation of children's ability to construct sentences. various types, which is the initial stage in the development of coherent speech.

In the first lessons devoted to compiling simple sentences, children make the same type of sentences according to one model.

Make sentences according to the proposed scheme.

In subsequent lessons, you can invite children to make sentences for two or three, and then more models.

To do this, symbols are introduced, for example, the image of the object referred to in the sentence is indicated by a square, the action is indicated by an arrow, signs are indicated by a triangle, and prepositions and conjunctions are displayed schematically

The structure of sentences includes both non-prepositional and prepositional constructions.

Such work on the structure of sentences prepares children to master the full lexical and syntactic analysis of the sentence during the period of schooling.

Make sentences according to the scheme (pay attention to the numerals)

In the process of working on the ability to compose stories on a specific storyline, models are used that include stylized reference pictures corresponding to the main parts of the story. The name of the visual supports offered by the teacher or invented together with the children reminds them of the “key” words of the story and contributes to correct definition utterance sequences. Acquiring the skills of speech utterance, children compose a detailed story with the help of several visual supports, which they independently select in the process of preparation, which, in turn, has a positive effect on the compilation of a speech utterance and its full-fledged oral reproduction.

You are presented with the stages of working with basic diagrams.

Using reference pictures, you can also make sentences.

Come up with suggestions for reference pictures.

I invite you to listen carefully to the story "Spring has come."

“A warm south wind is blowing. Every day the sun shines brighter and hotter. The ice on the river has become thin and brittle. Sparrows chirp joyfully. Long icicles hang from the roofs. The snowman in the yard almost melted. Boys don't play hockey at the rink anymore. And Masha does not take sleds for a walk. Spring is on its way! »

Remember what was said in each sentence. (Retell the story using reference pictures).

Retelling by chain structure.

The teacher reads the story and offers to look at the picture-cues. Each frame is one sentence, and the next sentence begins with the last word of the previous sentence.

(Pay attention to the frames.)

"It has come Golden autumn. In autumn the sun is weak and the sky is often covered with clouds. Clouds bring cold rain. Rains leave mud and puddles on the ground. Swimming in the puddles autumn leaves. Leaves cover the whole earth with a golden carpet.

Retelling of the story according to the graphic plan.

To tell a story according to a graphic plan, you need to remember: what symbol do we designate words - actions, words - signs. A sentence is encrypted in each graphic drawing.

“The cold, frosty snowy winter has come.

The children made a large wooden feeder.

The children went into the forest and hung the feeder on a tree.

The boys poured grain and seeds into the feeder.

Birds flew to the feeder.

The birds ate all the food and chirped merrily.

The children were glad that they helped the birds in the winter.”

Reference schemes help to teach children to retell texts, observing the sequence of events, to create an internal utterance plan, a coherent speech plan.

Therefore, the use of visual modeling in working with preschoolers is that:

Attached files:

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Visual modeling as an effective means of developing coherent speech of preschoolers with OHP

MBDOU "Bolsheyelkhovsky d / s No. 1 of the combined type"

Speech for speech therapists

Topic: "Visual modeling as an effective tool

development of coherent speech of preschoolers with OHP "

Speaker: teacher-speech therapist

MBDOU "Bolsheyelkhovsky d / s No. 1

combined type"

Boyarkina Elena Alexandrovna

“To educate another,

more mind needed

than to learn for yourself.

M. Montaigne

The main goal of teachers working with children with developmental problems is the socialization of children. In children speech therapy group speech development problem. Therefore, for the preschool period, we need to solve the following tasks:

1) the most complete overcoming of systemic speech underdevelopment,

2) preparing children for the upcoming schooling.

The success of teaching children at school largely depends on the level of their mastery of coherent speech. Children enrolled in a speech therapy group have a particularly low level of development of coherent speech. Therefore, among the most important tasks speech therapy work with preschoolers who have a general underdevelopment of speech (OHP, the formation of their coherent monologue speech belongs to them.

By the start of training preparatory group children with OHP are capable of retelling short texts, compiling stories based on plot pictures, observed actions, i.e., making coherent statements. And yet these statements differ significantly from the coherent speech of children with normal speech development.

I was faced with the problem of finding more effective means of developing the speech skills of a coherent oral statement. Having analyzed methodical literature on the development of coherent speech of children with OHP, I left my choice on visualization, the importance of which is repeatedly pointed out by the famous psychologist L. S. Vygotsky.

Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.

The visual modeling method helps the child to visualize abstract concepts (sentence, text, learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material learned better than verbal. (T. V. Egorova, 1973; A. N. Leontiev, 1981). .Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children (Leon Lorenzo S, Khalizeva L. M. and others). Scientists also note that the use of substitutes and visual models develops the mental abilities of preschoolers.

Therefore, the relevance of using visual modeling in working with preschoolers is that:

Firstly, a preschool child is very plastic and easy to train, but children with OHP are characterized by fast fatiguability and loss of interest in the activity. The use of visual modeling is of interest and helps to solve this problem;

Secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilation of material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”;

Thirdly, using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.

The relevance of the experience is determined by the theoretical and practical significance of the problem, as well as the lack of development of the issues of the formation of coherent speech in children with OHP through the modeling of the utterance plan in the correctional and pedagogical process.

Purpose: to study the effectiveness of using the visual modeling method in the process of forming a coherent monologue speech of preschoolers with OHP.

1. Determine what types of substitution and visual modeling are available to preschool children.

2. Determine the stages of modeling.

3. Determine the system of work on modeling the utterance plan.

4. Learn how to master external forms substitution and visual modeling, affects the formation of coherent speech.

I included the modeling of the utterance plan in the work on all types of coherent utterance: retelling; compiling stories based on a series of paintings and a plot picture; descriptive story; creative story.

How I use the method of visual modeling when retelling, I propose to consider using the example of the story "Christmas Tree". I accompany each sentence with a display of pictures. (Slide) And it is not difficult for children to retell this story. And when retelling the story "Hedgehog", I offer the children a symbolic plan. (Slide).

In the second year of study, the speech abilities of children increase. Therefore, I do not accompany every sentence, but parts of the story with a picture-graphic plan or a symbolic scheme. For example, the story "How the hare hibernates."

I also use chain structure stories for retelling. This means that the thought of the next sentence follows from the thought of the previous one. Pay attention to how much retelling for children becomes accessible. The story "Sweetie". (Slide).

In the preparatory group, I use the technique of children's drawing. Children can already draw texts on their own short stories. (Slide).

Now I will focus on compiling a story based on a series of paintings. Often, when compiling a story, children miss the dialogues of the characters, the words-signs that characterize and describe the characters. (Slide) In the pictorial and graphic plan, I focus the attention of preschoolers on this. For example, I mark dialogues with an arrow with a question from the character who starts the dialogue. This helps children not to “lose” the characteristics of the characters, to find causal relationships in the story, etc. Words - signs that characterize the characters, I denote either with a question mark, or, if it is necessary to convey the mood of the hero, I use pictograms.

When teaching storytelling based on a plot picture using visual modeling, I propose to consider using the example of the picture “ Winter fun"(Slide). Children use symbolic pictures to make separate sentences. The result is a connected story.

It is especially difficult for children with ONR to teach descriptive language. (Slide) And I also use the method of visual modeling. When describing vegetables and fruits, I use the sensory-graphic scheme of V.K. Vorobyova, which reflects the sensory channels for obtaining information about the features of objects (visual, olfactory, tactile, gustatory) and the features themselves. When describing clothes, dishes, animals, seasons, using diagrams that represent a generalized description plan.

Creative storytelling brings the child as close as possible to the level of monologue speech that he will need to move on to a new leading (learning) activity. Creative stories are diverse in terms of complexity and independence. This can be inventing the end of a story or a fairy tale, compiling a story by analogy, according to the proposed plot, on a given topic. We use elements of creative storytelling in our work.

I suggest you consider the example of a story on a given topic "Forest". (Slide)

Based on the symbols, I direct the thoughts of the children.

Comparative analysis of the results of a survey of coherent speech (without and with the use of visual modeling) of graduates of the speech therapy group in 2008 - 2010

90% - 100% of children learned to make up stories from a series of pictures.

70% - 90% - coped with the retelling of the text,

50% - 90% coped with compiling stories-descriptions of objects.

70% - 80% - coped with compiling stories based on the plot picture,

30% - 60% learned to invent a continuation of the story.

20% - 50% - composed stories on a given topic based on reference pictures.

The results of the monitoring showed that visual modeling is available to children only as a result of specially organized training.

A qualitative analysis of children's utterances showed that relying on a visual model made it possible to update and activate the vocabulary of a child with OHP. Children's stories became more complete and coherent, reflecting causal relationships.

The work carried out showed that the modeling process consists of 3 stages:

Assimilation and analysis of sensory material;

Its translation into sign-symbolic language;

Model work.

Using visual modeling in our work, we teach children:

1. obtain information, conduct research, make comparisons, draw up a clear internal plan of mental actions, speech utterance;

2. formulate and express judgments, draw conclusions;

Therefore, it can be concluded that by analyzing new material and denoting it graphically, the child (under the guidance of adults) learns independence, perseverance, visually perceives the plan of his actions. He has an increased sense of interest and responsibility, satisfaction with the results of his work appears, such mental processes as memory, attention, thinking, which has a positive effect on the effectiveness of corrective work

The use of visual modeling in the correctional work system gives positive result, which is confirmed by the data of diagnostics of the level of speech development of children.

From all of the above, we can conclude that the method of visual modeling can and should be used in the system of both corrective work with children of preschool and primary school age, and in work with children of mass groups. kindergarten and elementary school.

Used Books:

1. Vorobieva V.K. Methods of development of coherent speech in children with systemic underdevelopment of speech. - M., 2005.

2. Glukhov V.P. Formation of coherent speech of preschool children with general speech underdevelopment. - M., 2004.

3. Davshchova T. G. Vvoznaya V. M. Use of support schemes in work with children. // Handbook of the senior educator of a preschool institution No. 1, 2008.

4. Efimenkova LN Formation of speech in preschoolers. - M., 1985.

5. Correctional and pedagogical work in preschool institutions for children with speech disorders. / Ed. Yu. F. Garkusha. - M., 2007.

6. Kudrova T. I. Modeling in teaching literacy to preschool children with speech underdevelopment. // Speech therapist in kindergarten 2007 No. 4 p. 51-54.

8. Omelchenko L. V. The use of mnemonics in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115.

9. Overcoming the general underdevelopment of speech in preschoolers. / Ed. T.V. Volosovets. - M., 2007.

10. Rastorgueva N.I. The use of pictograms for the development of word-formation skills in children with general speech underdevelopment. // Speech therapist. 2002, no. 2, p. 50-53.

11. Smyshlyaeva T. N. Korchuganova E. Yu. Using the method of visual modeling in the correction of general speech underdevelopment of preschool children. // Speech therapist. 2005, no. 1, p. 7-12.

12. Filicheva T. B., Chirkina G. V. Preparation for school of children with general underdevelopment of speech in a special kindergarten. M., 1991.

13. Tkachenko T. A. If a preschooler speaks poorly - St. Petersburg, 1997.

14. Tkachenko T. A. In the first class without speech defects - St. Petersburg., 1999.

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Using the method of visual modeling as a means of cognitive and speech development of preschoolers

Actions with models must be carried out in the following sequence:

Substitution (first models are offered in ready-made, and then the children come up with conditional substitutes on their own);

Use of ready-made models (starting from the middle group);

Building models: according to the conditions, according to your own plan, according to real situation(with senior group) .

The work of the teacher is aimed at mastering the following children types of model representations:

Specific (displaying the structure of this object) ;

Generalized (generalizing the structure of a class of objects);

Conditionally - symbolic (transmitting non-visual relationships).

Modeling techniques

Modeling is based on the principle of replacing real objects with objects, schematic images, signs.

The use of modeling in working with preschoolers requires compliance with certain requirements:

The model is introduced into the everyday life of preschoolers, provided that ideas about the properties and features of the object are formed;

The model should be an analogue of an object or phenomenon, all the features and qualities of which are modeled with the direct participation of the child;

The model should be accessible to children in everyday life;

The model should be concise and characterize only the main qualities of an object or phenomenon;

You can only use models of one type at a time.

In action with natural objects, it is not easy for children to distinguish common features, sides, since objects have many sides that are not related to the performance of an activity or a single action. The model makes it possible to create an image of the most significant aspects of the object.

Demonstration of models helps to more successfully generalize and systematize children's knowledge about the world and nature. With the help of models and diagrams, children more easily and quickly remember the name and learn the structure of the objects under study.

The use of models successfully helps children to enrich the experience of learning about the world around them, encourages the desire to learn more about it. The modeling method can be successfully applied in all types of children's activities, for example, in work on environmental education: 1. Introduction to plants.

Considering plants with children, we pay attention to what parts the plant consists of (stem, leaves, flower). Only then we introduce models. We use these models when getting acquainted with new plants, as well as when learning how to care for plants.

For example, to consolidate knowledge about indoor plants, you can make reference cards with drawings of plant leaves, according to which children learn to find the appropriate plant. For example, offer to find a plant whose leaves are the same as on the card. The child finds it and explains his choice or vice versa.

2. Introduction to animals.

The modeling method can be used to classify animals according to characteristics characteristic of a certain class of animals.

Considering birds with children during walks, we note that they have a beak, two paws, plumage. And then we consolidate knowledge on models.

Considering fish, (scales, fins, torso), next to the object of observation, you can use models.

For example, when observing fish in an aquarium, offer children a graphic model that helps them generalize the concept of "fish". Children freely answer questions of a exploratory nature: “Where do fish live? How do they move and why? What is the body of the fish covered with?

Why does she need scales? How does a fish breathe? Can fish be taken out of the water? Why? Why do fish need fins?

Thus, the model requires the ability of children to analyze, abstract, and think.

Work is also being done to introduce children to animals. Models should be available for the activities of each child, so they must be displayed in a corner of nature.

3. Acquaintance with natural phenomena.

While walking with children, we observe the state of the weather, note what has changed in nature, get acquainted with the characteristic features of the seasons. We mark our observations in the calendar of nature using models: a model of clear weather, it is snowing, it is cloudy.

Visual models with a conditional schematic representation of natural phenomena, signs of the season help to form a child's general idea of the main seasonal changes in nature. Models are used in the course of joint conversations, observations, classes with children, and then placed on a panel in a corner of nature, where children examine them on their own. Models of autumn changes in nature.

1. The sky is overcast, covered with clouds.

2. It often rains.

4. The leaves on the trees turn yellow and gradually fall off.

5. Trees shed their leaves completely at the end of autumn.

6. Insects hide under the bark of trees.

7. Insectivorous birds fly south.

8. Animals are preparing for winter: they molt, some animals change their coat color.

9. Some animals make stocks for the winter, a person also makes stocks.

Using models to talk about the seasons.

For younger and middle-aged children it is necessary to give color schemes, and for older children it is desirable to draw schemes in one color. You can draw up schemes for the blocks "Winter", "Spring", "Summer", "Autumn".

These schemes serve as a kind of visual plan for creating monologues, helping children build:

Story structure.

Story sequence.

Lexico - the grammatical content of the story.

Model schemes are used when memorizing poems about nature. The use of modeling facilitates and speeds up the process of memorization and assimilation of texts, forms techniques for working with memory.

In this type of activity, not only auditory, but also visual analyzers are included. Children easily recall the picture, and then recall the words.

With the help of model diagrams, children can guess riddles based on the reference diagram, as well as make riddles on their own.

On the basis of model schemes, you can create a variety of didactic games.

To fix the structure of plants, you can play the game "What first, what then?"

To consolidate knowledge about animals and their characteristic features you can hold games “Who lives where”, “Who eats what?”; “What it looks like”, “Find along the contour”; “Who is wearing what”; "Seasons"; “Who lives where?”, “Whose baby?”.

Thus, the use of modeling develops the ability to analyze, think, develops the speech of preschoolers.

From birth, children are little explorers, they are inquisitive, ask a lot and are happy to answer questions from an adult. It is important to encourage the child's questions, try to use game forms for this.

Can be widely used in your work collages and mnemotables. With their help, the child forms ideas about the environment, expands vocabulary; connected speech develops visual memory and logical thinking.

The main purpose of the collage is to combine all the objects depicted on it into a single plot that is interesting and educational for the child. The content of a collage can be varied: these are pictures, models, letters, geometric shapes, numbers, etc. But they are all interconnected, united by one theme, and it is up to the little researcher to see and unravel this connection.

Purpose: to consolidate ideas about autumn changes in nature, to form an idea of \u200b\u200bautum as a season, to develop coherent speech and the ability to write a descriptive story.

What season is shown in the picture?

What word is written in the middle of the picture? Why is it written here? (Nature is preparing for hibernation).

What are the three months of autumn do you know? name them; find the objects that are shown in twos (two puddles, two maple leaf, two bubbles in a puddle, two clouds, two animals).

Think of a story about autumn, the picture will tell you.

mnemonic table is a schema that contains certain information. Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves problems aimed at:

Development of basic mental processes - memory, attention, imaginative thinking;

Recoding information, i.e. transformations from abstract symbols into images;

Development fine motor skills hands with partial or full graphic reproduction.

Thus, independence of thinking and cognitive activity of the child develops. The use of collages and mnemotables will be more effective if you work with them in the following sequence: first stage children are invited to carefully consider a collage or mnemonic table and guess why these pictures, models, letters, numbers, etc. are depicted here.

Next, give the children concise information on the content of this collage or mnemonic table. On second stage there is a discussion: ask the children additional questions and tasks. On third stage the child, using a collage or mnemonic table, independently composes a descriptive story.

Mnemotable "Autumn"

Purpose: to form in children generalized ideas about autumn changes in nature, to develop coherent speech. (Symbols: 1-the sun warms weaker, 2-it often rains, 3-birds fly south, 4-blowing strong winds, 5-leaves fall, 6-animals prepare for winter, 7-people dress warmly, 8-autumn has 3 months, 9-autumn it can sometimes snow.)

Thus, the use of the method of visual modeling when getting acquainted with the environment and nature has positive influence:

To increase the level of development of curiosity; development of thinking (analyze an object or phenomenon, highlight essential features, draw certain conclusions and conclusions);

On personal characteristics (appearance of initiative, independence);

On the knowledge of children about objects and phenomena of the surrounding world and the natural world;

On speech development(enrichment vocabulary children, consolidating the ability to grammatically correctly build their answers to questions, the ability to ask questions, follow the logic of their statement, the ability to build evidence-based speech; reducing the number of grammatical and lexical errors, improving the parameters of coherent speech, because one of the rules for the development of speech says: “When you learn, write down, draw diagrams, draw graphs”).

Using visual modeling in his work, the teacher teaches children to obtain information, conduct research, make comparisons, draw up a clear internal plan of mental actions, speech utterance; form and express judgments, draw conclusions.

See also:

Source nenuda.ru

Educational and methodological material (middle group) on the topic: Modeling as a means of developing coherent speech

Topic "Using the modeling method as a means of developing coherent speech in children of middle preschool age"

Connected speech takes important place in the child's communication with peers and adults, reflects the logic of the child's thinking, his ability to comprehend the perceived information and correctly express it. It is an indicator of how the child owns the vocabulary of the native language, reflects the level of aesthetic and emotional development child. Thus, connected speech is a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Visual modeling- this is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.

The visual modeling method helps the child visualize abstract concepts (sound, word, sentence, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal.

A preschooler is deprived of the opportunity to write down, make a table, note something. In kindergarten, only one type of memory is mainly involved - verbal. Support schemes are an attempt to use visual, motor, associative memory to solve cognitive problems.

Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children. Scientists also note that the use of substitutes and visual models develops the mental abilities of preschoolers.

It is advisable to start teaching modeling at preschool age, since, according to L. S. Vygotsky, F. A. Sokhin, O. S. Ushakova, preschool age is the period of the most intensive formation and development of the personality. Developing, the child actively learns the basics of his native language and speech, his speech activity increases.

The works of L. A. Wenger and his students on the problems of modeling in various types activities: for teaching coherent speech, schematic images of characters and the actions they perform are used.

During an experimental examination of preschoolers (P. Ya. Galperin, A. V. Zaporozhets, S. N. Karpova, D. B. Elkonin), it turned out that many of the knowledge that a child cannot learn on the basis of a verbal explanation of an adult or in the process organized by an adult actions with objects, he easily learns if this knowledge is given in the form of actions with models that reflect the essential features of the phenomena being studied.

After analyzing my work, I came to the conclusion that it is necessary to look for more effective methods teaching children coherent storytelling, retelling close to the text, without missing the main details of the subjects. The child should be helped to understand the process of constructing the text and comprehend its content.

Of all the existing techniques that help in mastering coherent speech, the modeling technique turned out to be the most effective.

And the most fertile ground, which has unlimited developing and educating possibilities, is a Russian folk tale.

In the order of the Ministry of Education and Science of Russia dated October 17, 2013 No. No. 1155 "On approval of the federal state educational standard preschool education» the tasks of the development and education of pupils, including speech education, are defined: (they are presented on the slide)

mastery of speech as a means of communication and culture;
enrichment of the active dictionary; the development of coherent, grammatically correct dialogic and monologue speech, the development of speech creativity;
development of sound and intonation culture of speech, phonemic hearing;
acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Source nsportal.ru

The development of coherent speech of preschoolers by the method of visual modeling

Children of preschool age, and even more so, those with speech disorders, as a rule, are distinguished by an insufficiently formed skill in constructing a coherent statement.

According to the results of diagnosing the level of formation of this skill in children, the following shortcomings can be noted:

connected statements are short;
are inconsistent, even if the child conveys the content of a familiar text;
consist of separate fragments, logically unrelated to each other;
the level of information content of the statement is very low.

In addition, most children actively share their impressions of the events they have experienced, but are reluctant to take up the compilation of stories on a given topic. Basically, this happens not because the child’s knowledge on this issue is insufficient, but because he cannot formulate them into coherent speech statements.

One of the ways to plan a coherent statement can be a VISUAL MODELING RECEPTION.

Using the visual modeling technique makes it possible to:

independent analysis of the situation or object;
development of decentration (the ability to change the reference point);
development of ideas for the future product.

In the process of teaching coherent descriptive speech, modeling serves as a means of planning an utterance.

The visual modeling technique can be used to work on all types of coherent monologue statements:

retelling;
compiling stories based on a painting and a series of paintings;
descriptive story;
creative story.

MODEL ELEMENTS

geometric figures;
symbolic images of objects (symbols, silhouettes, contours, pictograms);
plans and symbols used in them;
contrasting frame - the method of fragmentary storytelling and many others.

At the initial stage of work, geometric figures are used as substitute symbols, resembling the replaced object in their shape and color. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account the external features of the object. In this case, they are guided by the qualitative characteristics of the object (evil, kind, cowardly, etc.). As a model of a coherent statement, a strip of multi-colored circles can be presented - the manual "Logic-Kid".

The elements of the plan of the story, compiled on the basis of a landscape painting, can serve as silhouette images of its objects, both those that are clearly present in the picture, and those that can be distinguished only by indirect signs.

The following are used as substitute symbols in modeling creative stories:

subject pictures;
geometric figures.

The visual model of the utterance acts as a plan that ensures the coherence and sequence of the child's stories.

The experience of working with children with speech disorders made it possible to identify some effective methods of visual modeling of a coherent statement, the use of which increases the interest of children in this type of activity and allows achieving significant results in correcting the speech of preschoolers.

REPRESENTATION

Paraphrasing is considered the simplest of the types of connected utterance.

Retelling involves the ability to highlight the main parts of the heard text, link them together, and then compose a story in accordance with this scheme. A visual model acts as a plan for the story.

The work on developing the retelling skill involves the formation of the following skills:

mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes;
formation of the ability to transmit events with the help of substitutes (subject modeling);
transmission of the sequence of episodes in accordance with the location of the deputies,

and begins with telling familiar short tales, such as “Turnip”, “Kolobok”, etc. In order to teach a child to consistently state the plot of a fairy tale, visual models of a fairy tale are used.

At first, children learn to make models that accompany the reading of a fairy tale by a speech therapist. For example, a speech therapist tells the children the fairy tale “Turnip”, and the children gradually put up substitute symbols for the heroes of the fairy tale. At this stage, it is necessary to ensure that the manipulation of the elements of the model corresponds to the fragment of the fairy tale that sounds at the moment.

STORY BY SUBJECT PICTURE

Significant difficulties arise in children when compiling stories based on a plot picture. A story based on a plot picture requires the child to be able to identify the main characters or objects of the picture, trace their relationship and interaction, note the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of this situation, that is make up the beginning of the story, and its consequences - that is, the end of the story.

In practice, “stories” composed by children themselves are basically a simple enumeration of the characters or objects in the picture.

The work to overcome these shortcomings and develop the skill of storytelling in a picture consists of 3 stages:

highlighting fragments of the picture that are significant for the development of the plot;
determining the relationship between them;
combining fragments into a single plot.

At this stage of the work, the following are used: the manual “Logic-baby”, “Limpopo”, “Revive the picture”. Somehow the temperature of the Sun rose. It went to the doctor, and along the way, its hot rays touched everything.

The Sun touched a snow cloud, and it turned into a white fluffy cloud. The sun touched the icicles on the roof, and droplets dripped from them, the drops rang loudly. A beam hit a snowdrift, and a thawed patch appeared in this place.

The sun touched the branches of the tree, and the first leaves appeared from the swollen buds. And when a ray of sun touched the bird, it sang a merry song. The Sun looked around, and instead of winter, SPRING came on the earth.

The elements of the model are, respectively, pictures - fragments, silhouette images of significant objects of the picture and schematic images of fragments of the picture.

Schematic images are also elements of visual models, which are the plan of stories for a series of paintings.

When children have mastered the skill of building a coherent statement, creative elements are included in the models of retellings and stories - the child is invited to come up with the beginning or end of the story, unusual characters are included in the fairy tale or plot of the picture, unusual qualities are assigned to the characters, etc., and then compose a story with taking these changes into account.

STORY-DESCRIPTION of a landscape painting

A special type of coherent utterance are description stories based on a landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and compiling a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.

In this case, objects of nature act as elements of the story model. Since they are usually static in nature, special attention is paid to describing the qualities of these objects. Work on such paintings is built in several stages:

highlighting significant objects in the picture;
considering them and a detailed description of the appearance and properties of each object;
determination of the relationship between the individual objects of the picture;
combining mini-stories into a single plot.

As a preparatory exercise in the formation of the skill of compiling a story based on a landscape painting, we can recommend working with the “Bring the Picture to Life” manual. This work is, as it were, a transitional stage from compiling a story based on a plot picture to telling a story based on a landscape picture.

Children are offered a picture with a limited number of landscape objects (a swamp, hummocks, a cloud, reeds; or a house, a garden, a tree, etc.) and small images of living objects - “animators” that could be in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by including descriptions and actions of living objects.

For example, a simple description of a swamp would look something like this: It is quiet in the swamp, the water is like a black mirror, only bumps peek out of the water. There are reeds around the swamp, they sway in the wind. It's raining.

And here is a story with the introduction of living characters: It is quiet in the swamp, the water is like a black mirror, and a yellow fluffy duck glides over it, she teaches her ducklings to swim. The dragonfly peered into the mirror water, as a small airplane froze in the air.

The reeds shake their heads, they greet the green frog. He jumped out onto a bump and enjoys the warm summer rain.

FRAGMENTAL STORY IN A LANDSCAPE PICTURE

To increase the efficiency of work on developing the skill of compiling stories based on a picture, we can recommend the method of fragmentary storytelling, when children first make up stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed for composing the story is divided into 4 parts, which are closed with cardboard rectangles of different colors.

The child, gradually opening each of the 4 parts of the picture, talks about each fragment, combining them into one plot. Work on each of the fragments is similar to the work on compiling a description of the whole picture. The variability of children's stories is achieved by choosing the color of the rectangle that they open first.

LOGOPEDIC TALE.

One of the methods of teaching children coherent retelling is to work with speech therapy fairy tales. A speech therapy fairy tale is a text with fabulous content containing as many identical sounds as possible (fairy tales by V. Volina, A. Tsyferov, etc.). This type of fairy tales includes such fairy tales, in the text of which there is often a sound automated in coherent speech or oppositional sounds, the pronunciation of which requires differentiation in the independent speech of children.

The use of such fairy tales in the work allows solving, along with the tasks of mastering the skill of consistent and coherent retelling, the tasks of automating the set sounds in coherent speech.

Work with a speech therapy fairy tale is as follows:

a speech therapist reads a fairy tale to a child;
the child lays out a model of a fairy tale (a picture or consisting of substitute symbols, choosing them arbitrarily);
then the child answers questions about the content of the tale;
a speech therapist models fragments of a fairy tale, the child retells the text corresponding to this fragment;
the child retells the tale according to the model.

A WASP THAT LOVED TO BITE.

There is a hornet's nest on a currant bush in our garden.

There was a wasp, she loves to bite. The girl Sonya will go out into the garden. The wasp bites her immediately. Sonya runs into the house and cries. Dog Spike will run out into the garden.

The wasp will bite him in the nose. Everyone hurts, but the wasp rejoices. Then Sonya's mother came up with an idea.

She poured sweet currant juice into a bowl. A wasp flew in, tasted the juice and thought:

So tasty! And I always bite some tasteless objects. I won't bite anymore.

I'd rather drink this sweet juice forever.

Since then, mom pours sweet juice for the wasp every day. And the wasp doesn't bite anyone anymore.

EXAMPLE QUESTIONS:

Source nsportal.ru

USING THE METHOD OF VISUAL MODELING IN THE DEVELOPMENT OF SPEECH OF A PRESCHOOL CHILD .

Smolyazhenko Natalia Vyacheslavovna

Preschool teacher.

Solving the problems of speech in all its species diversity is hot topic at preschool age. To date, there are many methods by which you can regulate the process of speech development in children, one of them is visual modeling.

Visual modeling - this is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.
The visual modeling method helps the child visualize abstract concepts (sound, word, sentence, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. Support schemes are an attempt to use visual, motor, associative memory to solve cognitive problems. Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children. What problem of speech of a preschooler do we meet?

Monosyllabic speech consisting of only simple sentences. Inability to construct a sentence grammatically correctly.

Poverty of speech. Insufficient vocabulary.

The use of non-literary words and expressions.

Poor dialogic speech: the inability to formulate a question correctly and in an accessible way, to build a short or detailed answer.

Inability to build a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.

Lack of logical substantiation of their statements and conclusions.

Lack of speech culture skills: inability to use intonation, adjust the volume of the voice and the pace of speech, etc.

Bad diction.

Therefore, the relevance of using visual modeling in working with preschoolers is that:

firstly, a preschool child is very plastic and easy to learn, but for children with poorly developed speechcharacterized by fatigue and loss of interest in the activity. Use of visualmodeling is of interest and helps to solve this problem;

secondly, the use of symbolic analogy facilitates and speeds up the processmemorization and assimilation of material, forms methods of working with memory. After all, one of the rulesstrengthening memory says: "When you learn - write down, draw diagrams, diagrams, draw graphs";

thirdly, using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.

The purpose of the simulation - to ensure that children acquire knowledge about the features of objects and phenomena of the world around them, their structure, connections and relationships that exist between them, and also teach how to transfer this knowledge to various forms speech expressions. Modeling is organized on the basis of replacing real objects with pictures, objects, schematic images. Therefore, modeling is the embodiment of one of the most important principles of didactics - the principle of visibility.

Using the model will lead to the set goals if all stages of working with the model are completed:

familiarity with the graphic image of the model; (consideration of tables and analysis of what is shown on them)

model decoding; (transcoding of information from an abstract into a real object is carried out)

direct work with the model. (working out the memorization method)

The formation of visual modeling skills occurs in a certain sequence with a constant increase in the proportion of independent participation of preschoolers.

Integrated work on the development of speech using visual models is carried out in the following areas:

formation of lexical and grammatical representations;

work with sounds;

development of vocabulary and coherent speech;

preparation for literacy.

In my practice, I use the method of visual modeling, presented in the form of a picture-graphic plan. I practice this method in various types of speech activity.

With the help of a picture-graphic plan, presented both in the form of pictograms and in the form of subject pictures, children learn poems and riddles, etc. This is especially effective when learning poems: for each word or small phrase, a picture (image) is thought up; thus, the whole poem is sketched schematically. After that, the child from memory, using a graphic image, reproduces the entire poem. At the initial stage, the adult offers ready plan- a scheme, and as the child learns, he is also actively involved in the process of creating his own scheme.

Retelling is an easier type of monologue speech, because. he adheres to the author's position of the work, it uses a ready-made author's plot and ready-made speech forms and tricks. The picture-graphic plan acts here as a means of mnemonics (mnemonics, or mnemonics - a system of various techniques that facilitate memorization and increase the amount of memory by forming additional associations).

. The work on developing the retelling skill involves the formation of the following skills:

mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes;

formation of the ability to transmit events with the help of substitutes (subject modeling);

transmission of the sequence of episodes in accordance with the arrangement of deputies, and begins with the telling of familiar short tales, such as “Turnip”, “Kolobok”, etc.

When compiling narrative stories based on a series of plot pictures, children experience difficulties in building a plot, and then a picture-graphic plan comes to their aid. In practice, “stories” composed by children themselves are basically a simple enumeration of the characters or objects in the picture.

The work to overcome these shortcomings and develop the skill of storytelling in a picture consists of 3 stages:

highlighting fragments of the picture that are significant for the development of the plot;

determining the relationship between them;

combining fragments into a single plot.

Before giving children a taskcompose a story based on a series of paintings, I spend preparatory work: look carefullyAll pictures of the series, note what is important on each of them, determine the storyline, etc.Often, when compiling a story, children miss the dialogues of the characters, words-signs that characterize anddescribing the characters. In pictorial and graphic terms, I focus the attention of preschoolersexactly for this. For example, I mark dialogues with an arrow with a question from the character who starts the dialogue. This helps children not to "lose" the characteristics of the characters, to find causal relationships in the story, etc. Words are signs that characterize characters,II designate either with a question mark, or, if it is necessary to convey the mood of the hero, I use pictograms. I put pictograms when looking at each picture from the series in order to focus the attention of children on a certain sign or action of the hero.

For a story based on a plot picture, a picture-graphic plan is simply necessary.It is difficult for a child to “construct a situation” depicted in a picture, to come up with a developmentevents and competently finish your story, i.e. design speech material scheme for constructing an utterance: beginning - development of events - result. There are several types of classes with picture material. I will focus on teaching storytelling based on a separate plot picture with children inventing previous events. For example, the picture "Winter fun".

When compiling a story based on this picture, I distribute cards to the children withfragments of the picture and offerthemmake sentences. Then exposed big picture, children find their fragments on it. Before the appearance of the picture-graphic plan, a conversation is held on the content of the picture, in the course of the conversation, reference cards-symbols and fragments of the picture are exposed. Thus, when composing their story, the children combine their knowledge and the actions depicted in the picture in the story.

The pictorial and graphic plan provides especially tangible assistance in drawing updescriptive stories. The complexity of learning to describe is due to the fact that in order to create andunderstanding of such a functional type of speech is not enough accumulated life experience, Aactive intellectual work the child himself by highlighting the signs and properties of an object or phenomenon.

Before describing the subject, the child must learn to highlight the mostsignificantfeatures of the subject, select the exact words, express their attitude to the described subject and grammatically correct the phrase. I first teach children to highlight the essential features of the subject and give xdescription of the object:

belonging to a generic concept;

magnitude;

color;

form;

component parts;

surface quality;

the material from which the object is made (for inanimate objects);

how is it used (what benefits does it bring)?

Why do you like (dislike)?

Visual modeling stimulates the development of children's research abilities,draws their attention to the features of the object, helps to determine the ways of sensoryexamination of the subject and fix the results of the examination in a visual form.

Using the visual modeling method in my work, I noticed the following results:

children increase their knowledge of the world around them;

there is a desire to retell fairy tales, texts, invent interesting stories;

there is an interest in memorizing poems and riddles

vocabulary goes to a higher level;

children overcome shyness, shyness, learn to freely stand in front of an audience.

CONCLUSIONS: Using visual modeling in our work, we teach children:

obtain information, conduct research, make comparisons, draw up a clearinternal plan of mental actions, speech utterance;

formulate and express judgments, draw conclusions;

the use of visual modeling had a positive impact on the development of non-speech processes: attention, memory,thinking.

Therefore, we can conclude that by analyzing new material and graphically denoting it, the child (under the guidance of adults) learns independence, perseverance,visually perceives the plan of their actions. He has a sense of interest andresponsibility, there is satisfaction with the results of their work, improvedsuch mental processes as memory, attention, thinking, which positively affects the effectiveness of my work.

The use of visual modeling in the correctional work system givesa positive result, which is confirmed by the data of diagnostics of the level of speech developmentchildren.